Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University Difficulties in improving English speaking skills of the first year students at Thuongmai University
OVERVIEW OF THE STUDY
RATIONALE
In today's rapidly globalizing world, the importance of a common language for effective communication is more crucial than ever As a result, many countries, including Vietnam, have adopted English as the primary language for information exchange across various industries and sectors.
Vietnam, a developing country with a socialist-oriented market economy, is rapidly advancing in line with globalization In this competitive labor market, candidates with strong qualifications and proficient English skills stand out to employers, giving them a significant advantage over their peers As a result, mastering English is increasingly essential for individuals looking to contribute to the country's growth and enhance its global image.
Speaking is the most crucial skill in English communication, as the primary objective of learning any language is to communicate naturally and fluently To achieve this, it is essential to complement speaking practice with reinforcement in listening, reading, and writing skills.
Despite early exposure to English, many students graduate with inadequate communication skills that fail to satisfy employer expectations This issue has garnered significant attention in the media, highlighting a persistent neglect of English speaking skill development in educational settings.
Vietnamese first-year students at Thuongmai University face significant challenges in developing their English speaking skills, particularly in achieving fluency and flexibility This study aims to identify the barriers hindering these students from enhancing their speaking abilities, which are crucial for their future careers in a globalized workforce As the next generation of high-quality employees and representatives of the country, possessing strong English speaking skills is vital for their success and attractiveness to potential employers.
PREVIOUS STUDIES
Enhancing English speaking skills is a common focus among researchers globally, particularly in Vietnam This article explores the challenges faced by students at Thuongmai University in developing their English speaking abilities, while also reviewing relevant studies on the subject.
“Difficulties in improving English speaking skills of the first year students at
Betsabé Navarro Romero's 2010 thesis on "Improving Speaking Skills" highlights the challenges faced by both children and adult learners in developing effective speaking abilities It emphasizes the importance of recognizing these difficulties to enhance speaking proficiency The article also discusses the critical role teachers play in fostering students' speaking skills, the necessity for improved English oral communication, and various strategies that can be employed to address these challenges.
The second study related to problems in oral communication skill which I refer is that “ Improving English Language Speaking Skills of Ajloun National
University Students” by four researchers namely Abdel-Rahman Al- Eiadeh, Dr.
A study conducted by Mahmoud A Al-Sobh, Dr Samer M Al-Zoubi, and Dr Fadi Al-Khasawneh, published in the International Journal of English and Education (2016), identified several challenges faced by students at Ajloun National University in developing their speaking skills These challenges include confusion, lack of confidence, limited vocabulary, and difficulties in pronunciation The researchers proposed effective solutions to help students improve their speaking abilities and suggested teaching techniques for educators to better address the needs of their students.
The research conducted by Maryam Bahadorfar and Reza Omidvar (2014) focuses on the integration of modern technologies in teaching speaking skills to second or foreign language learners This study highlights various tools available for educators, including the Internet, podcasts, video conferencing, videos, and speech recognition software, aimed at enhancing students' speaking abilities.
In her research titled "Using Project-Based Learning to Improve English Speaking Skills of Non-English Major Students," Bui Thi Ngoc Oanh explores effective teaching methods aimed at enhancing the speaking abilities of students who are not majoring in English The study emphasizes the benefits of project-based learning as a dynamic approach to engage students and improve their communication skills in English.
A study published in the Journal of Science and Technology in 2017 examined the effectiveness of project-based teaching methods in enhancing speaking skills among first-year students at Nha Trang University The research highlighted both the advantages and challenges associated with project-based learning, while also proposing solutions to enhance the effectiveness of this instructional approach.
The study "How to Improve Students' English Speaking Skills?" by Ho Minh Thu examines the current state of English speaking instruction at Danang University and proposes key techniques to enhance teaching methods By strengthening these methods, students can significantly improve their English speaking abilities, enabling them to communicate fluently and effectively in English.
Research indicates that while there are numerous studies addressing the challenges of improving speaking skills in English, there is a notable gap regarding first-year students who lack comprehensive training This article aims to investigate the specific difficulties faced by first-year students at Thuongmai University in their English speaking skills and to propose effective solutions for enhancement.
AIMS OF THE STUDY
The study is done with the following aims:
First and foremost, this study will figure out the difficulties in the process of improving English speaking skills of the first year students at Thuongmai University.
Then, the study would like to suggest some solutions to deal with these problems and create the best effect in English learning for first year students at Thuongmai University
Finally, this study could be very valuable for first students at ThuongmaiUniversity in particular and students in general to perfect English speaking skills.
RESEARCH SUBJECTS
This research focuses on the challenges faced by first-year students at Thuongmai University in enhancing their English speaking skills The primary emphasis is on identifying the difficulties encountered in developing proficiency in spoken English, which is crucial for effective communication in academic and professional settings.
To investigate the difficulties that first year students at Thuongmai University face in improving English speaking skills.
To suggest some solutions in order to improve English speaking skills of the first year students at Thuongmai University.
SIGNIFICANCE OF THE STUDY
The study mainly aims at pointing out the causes of difficulties in improving English speaking skills of the first year students at Thuongmai University.
The researcher examines the learning strategies utilized by first-year students to enhance their English skills This study aims to provide significant advantages for both educators and learners upon its completion.
This study aims to improve English speaking skills for first-year students at Thuongmai University and beyond The findings and recommendations are expected to serve as a valuable resource for students and anyone interested in enhancing their English speaking abilities.
Furthermore, the findings of this study also provide recommendations for completing English speaking skills as well.
The research findings will enhance teachers' awareness of students' challenges, enabling them to adapt their teaching programs to better meet students' needs Consequently, this will improve the effectiveness of teaching and learning English speaking skills at Thuongmai University.
SCOPE OF THE STUDY
This study aims to investigate the English speaking skills of students, identifying the challenges they face in oral communication By focusing on these difficulties, the research seeks to propose effective solutions to enhance students' English speaking abilities.
This study involved an online questionnaire distributed to 140 first-year students at Thuongmai University, aiming to identify various English speaking challenges faced by participants across different faculties.
This study aims to serve as a valuable resource for first-year students at Thuongmai University and all students across Vietnam, assisting them in achieving a higher proficiency in English speaking skills.
ORGANIZATION OF THE STUDY
The construction of this study includes four parts as follows:
Chapter 1: The introduction gives the rationale, the aim of study, the research subjects, scope of the study, methodology and the structure of study.
Chapter 2: The literature review shows the background literature directly relevant to the study being discussed.
Chapter 3: Research findings include the evaluation and analysis from the survey questionnaire.
Chapter 4: Recommendations and suggested techniques for improving English speaking skills of the first students at Thuongmai University.
LITERATURE REVIEW
DEFINITION OF SPEAKING AND THE RELATIONSHIP BETWEEN
Speaking is a common tool to communicate within the community There are no communities wherever they live that have no language.
Speaking is defined as the ability to express oneself and convey ideas fluently in various situations (Ladouse, in Nunan, 1991: 23) It involves reporting actions and circumstances with precision, highlighting its role as a fundamental means of communication (Logan et al., 1972, p 104).
(1) Speaking and listening are two reciprocal activities.
(2) Speaking is an individual process in communicating,
(6) The wealth of experience influences speaking,
(7) Speaking is a way in smoothing the horizon,
(8) Linguistic ability and the environment are closely combined,
Slamet and Saddhono (2012) emphasize that speaking plays a crucial role in oral communication, encompassing activities like talks, discussions, and interviews Through these interactions, individuals share ideas, express their thoughts and feelings, and align with established beliefs.
Communication can be defined in various ways by renowned researchers, but a simplified understanding is found in school curricula, which emphasize that learning to speak involves using oral discourse to convey thoughts, feelings, information, experiences, opinions, and comments during interviews, presentations, discussions, and speeches.
2.1.2 THE RELATIONSHIP BETWEEN SPEAKING AND OTHER LANGUAGE SKILLS
Speaking is a productive language skill that is intrinsically linked to listening, as effective communication involves four key components: the speaker, the listener, the message, and feedback Research by Saddhono and Slamet highlights that speaking and listening are direct language skills, with speaking being developed through listening comprehension Enhancing listening skills can significantly improve speaking abilities, as sound and voice play crucial roles in both areas Additionally, speaking skills are typically acquired before reading comprehension, and advancing reading skills can further benefit speaking It is noted that speaking is generally less structured than writing, and utilizing tools like notes and charts can enhance speaking proficiency Although both speaking and writing are productive skills, their performance differs significantly (Saddhono and Slamet, 2012, p 55).
2.1.3 THE IMPORTANCE ROLE OF ENGLISH SPEAKING SKILLS
English is a crucial global language, serving as the official tongue in 53 countries and spoken by approximately 400 million people worldwide In Vietnam, where the country is increasingly integrating into the global community, English has gained significance for both job-seeking graduates and current students Its importance spans various sectors, including medicine, education, business, technology, banking, computing, and tourism Consequently, English is now widely taught and learned as a second language throughout Vietnam.
Language serves as a vital communication tool, with speech being essential for effective interaction Consequently, speaking skills hold significant importance for language learners To excel in communication, proficiency in the four core language skills—listening, speaking, reading, and writing—is crucial; however, mastery of speaking offers unique advantages Ingram & Sasaki (2003) emphasized that mastering English speaking facilitates communication with individuals from diverse countries, highlighting the necessity of learning and enhancing English speaking skills.
Mastering speaking skills is essential for students learning English, as it opens up opportunities for part-time jobs that can help them earn extra income and support their families Unfortunately, many students find themselves limited to manual jobs, like serving in restaurants or selling goods in shops, due to a lack of experience and foreign language proficiency However, with confidence in English and strong communication skills, students can pursue more rewarding positions such as English teaching assistants, interpreters, freelance guides, or salespeople in tourist shops These roles not only provide valuable income but also allow students to practice and enhance their English skills continuously.
In today's workplace, English-speaking employees often have an advantage in promotions due to their ability to communicate effectively with international colleagues This language proficiency not only facilitates the learning of advanced techniques but also opens up better job opportunities compared to those who rely solely on their technical skills.
In short, good speaking skills are not only important for career success, but also for one’s personal life.
THE CHARACTERISTICS OF THE FIRST YEAR STUDENTS IN
In Vietnam, students start to learn English very early However, most students do not acquire the necessary language skills, especially speaking skills although
English is considered as the second language after the mother language This is a common problem of many universities in Vietnam today.
At Thuongmai University, non-English major students face significant challenges in English communication skills, despite their prior education Many do not prioritize English learning until university, where an English certificate is required for graduation This lack of focus leads to low confidence in public speaking, insufficient motivation to enhance their speaking abilities, and limited grammar and vocabulary Freshmen also struggle to adapt to the new learning environment, often feeling shy about interacting with peers, which further restricts their English speaking opportunities In contrast, English major students benefit from higher entry scores that reflect better language proficiency; however, they too experience difficulties in speaking due to a lack of confidence and fear of making mistakes.
Freshmen at Thuongmai University, despite being new to university life, often possess a wealth of experience in learning English Research indicates that younger learners approach language acquisition differently than older students; while young learners thrive on playful, interactive methods, adults prefer analytical and abstract learning techniques Although younger students may excel in mimicking pronunciation, they often struggle with abstract concepts, which older learners tend to grasp more effectively According to Lightbown and Spada (2006), older learners can achieve high levels of proficiency, even if they face challenges in pronunciation Therefore, if Thuongmai University freshmen actively seek opportunities to practice their English both in and out of the classroom, they can become successful English speakers.
2.3 THE FACTORS THAT AFFECT ENGLISH SPEAKING SKILLS
OF FRESHMEN AT THUONGMAI UNIVERSITY IN PARTICULAR AND STUDENTS IN GENERAL
Learners with oral proficiency must utilize suitable language forms, emphasizing key linguistic components such as pronunciation, grammar, and vocabulary to enhance their speaking skills Additionally, they should consider the context of the conversation, as highlighted by Harmer (2002), who notes that effective speaking requires not only the ability to produce language forms but also an understanding of when, why, and how to convey their message effectively.
Effective communication requires speakers to use proper grammar and a rich vocabulary to articulate their thoughts clearly Accurate pronunciation is essential for ensuring that listeners can understand and engage in the conversation Both speakers and listeners must possess these skills to achieve meaningful dialogue.
Psychological factors significantly influence students' ability to learn English, particularly in speaking Even students with strong cognitive skills may struggle with oral performance due to key psychological elements such as motivation, self-esteem, and anxiety (Aouatef, 2015) When speaking in front of the class, students often experience fear of making mistakes, lack of confidence, shyness, and anxiety (Juhana, 2012) These factors are interconnected; for instance, anxiety and shyness can stem from the fear of making errors, while low self-esteem may arise from feelings of shyness Additionally, these psychological challenges can affect not only the student speaking but also their peers who are listening, highlighting the complex dynamics of classroom interactions.
The communication environment is crucial for enhancing English speaking skills, significantly impacting the effectiveness of training The primary objective is to create a supportive and healthy atmosphere that fosters student learning and improves their English proficiency.
According to Howard Gardner, Ph.D., an ideal learning environment fosters active communication and interaction among students, teachers, and peers through activities such as play, exercise, singing, dancing, and storytelling This engaging atmosphere enhances retention, enabling learners to recall over 80% of what they learned a year later In an English-speaking context, the active pressure to listen and speak encourages focused comprehension and translation from Vietnamese to English By cultivating a rich communication environment, we can improve the quality and efficiency of the learning process.
The education system plays a crucial role in shaping students' learning experiences, particularly in English language acquisition A study by Van Van Hoang (2010) highlights the evolution of English language teaching in Vietnam, which can be categorized into two distinct periods: before 1986 and from 1986 to the present This division is significant as 1986 marked the implementation of the Vietnamese Communist Party's open-door policy, leading to English becoming the primary foreign language in the country.
From 1982 to 2002, English was an elective subject in lower secondary schools and mandatory in upper secondary schools across the nation Currently, English is compulsory for both lower and upper secondary levels and offered as an elective in primary education In 2018, the Ministry of Education and Training launched a new English language curriculum framework, making English mandatory from grades 3 to 12, while introducing an English Immersion Program for grades 1 and 2 to enhance early familiarity with the language Additionally, universities establish their own English proficiency standards These curriculum changes are poised to influence students' attitudes toward English learning and alter teaching methodologies across various classes.
Despite early exposure to English in Vietnam's educational system, fluency remains elusive for most students, except for those majoring in English This challenge stems from an ineffective educational framework that undermines students' English proficiency and speaking abilities The misalignment of curricula across educational levels and the rigidity of teaching methods and textbooks contribute to students' struggles with spoken English To enhance English learning and speaking skills, it is crucial for Vietnam's education system to address these shortcomings and implement necessary improvements.
COMMON DIFFICULTIES OF IMPROVING ENGLISH SPEAKING
According to Wilkins (2004), effective communication relies heavily on grammar, but is fundamentally dependent on vocabulary, as without a sufficient range of words, conveying meaning becomes impossible Ur (1996) further emphasizes the importance of vocabulary in foreign language learning, asserting that a limited vocabulary hinders one's ability to express thoughts and ideas Therefore, a strong vocabulary is essential for successful communication in any language.
Students encounter a variety of challenges in vocabulary learning, primarily related to writing, spelling, and pronunciation Difficulties arise from understanding different grammatical forms, known as inflections, and selecting the appropriate meanings of words based on context Additionally, students often struggle to remember and use idiomatic expressions effectively These obstacles can significantly hinder a person's speaking ability.
Grammar is a set of rules that dictates the arrangement of sentences, phrases, and words to convey specific meanings The relationship between grammar and fluent speech is significant, as grammatical competence enables speakers to understand and utilize the structure of the English language effectively, ultimately enhancing their fluency (Latha, 2012).
Many learners struggle with English grammar because they do not learn grammatical structures sequentially Without a solid understanding of grammar rules, students find it challenging to construct sentences correctly and communicate effectively in English The anxiety surrounding new grammar concepts, unfamiliar vocabulary, and the pressure to convey messages accurately can hinder their communication skills Additionally, the complexity of numerous grammatical rules in the English language makes it difficult for students to grasp and apply them properly Consequently, a lack of mastery in English grammar often results in errors, such as saying, “they is my friends,” when speaking.
According to Thornbury (2005), learners often undervalue pronunciation, considering it the least important aspect of language acquisition This misconception arises from the belief that pronunciation holds less significance compared to other elements of English, such as grammar, lexicology, and vocabulary.
In fact, if a word is pronounced incorrectly, the recipient will inevitably misunderstand the message
English is a non-phonetic language, meaning that the pronunciation of words often does not match their spelling This discrepancy can lead to confusion, especially for non-native speakers and freshmen at Thuongmai University, who frequently struggle with correct pronunciation Variations in pronunciation can arise from similar spellings and contextual factors such as tenses and phonemes, making it challenging for learners to produce English words accurately.
Effective communication skills are significantly influenced by the arrangement of words in a speaker's sentences As outlined in various models of sentence production, such as Levelt (1989), the initial stage involves formulating a message, which serves as a non-verbal representation of the intended information Following this, the message undergoes linguistic encoding, where speakers select appropriate words to convey individual concepts and integrate them into a coherent syntactic structure.
Effective sentence organization is essential for enhancing listener comprehension For listeners to accurately respond to a speaker, they must first grasp the fundamental components of a sentence Even if a speaker possesses an extensive vocabulary and excellent pronunciation, improper arrangement of words can lead to confusion and uncertainty about the speaker's intended message.
Effective speaking skills are intrinsically linked to the development of listening skills, as emphasized by Doff (1998) Successful communication relies on listeners' ability to comprehend the information being conveyed Shumin (1997) supports Doff's perspective, highlighting the importance of understanding in fostering productive conversations.
In a conversation, effective communication relies on the interplay between speaking and listening, as each participant alternates between these roles When one person speaks, the other engages by actively listening, which is essential for understanding and responding appropriately Thus, the relationship between speaking and listening is fundamental to meaningful dialogue.
Students often hesitate to speak English in the classroom due to a fear of making mistakes, which Aftat (2008) links to concerns about correction and negative evaluation Middleton (2009) further notes that many EFL students are apprehensive about speaking in a foreign language, fearing ridicule from peers and criticism from teachers This anxiety can lead to a reluctance to engage in speaking activities, as students worry about appearing foolish or sounding silly.
Students often experience a lack of confidence in communication when they perceive that their interlocutors do not understand them or when they struggle to comprehend others This insecurity leads them to remain silent while others engage in conversation According to Tsui, citing Nunan (1999), learners who lack self-confidence in their English skills are particularly susceptible to communication apprehension.
According to Chen (2010), students often lack confidence in their English speaking abilities due to perceived low proficiency, leading them to believe they cannot communicate effectively Additionally, insufficient encouragement from teachers contributes to this lack of confidence Brown (2001) further emphasizes that this environment makes the process of learning to speak English feel more demotivating than motivating for students.
Anxiety, as defined by Spielberg (1983), is the subjective experience of tension, apprehension, nervousness, and worry linked to the activation of the nervous system This psychological factor is a significant barrier to successful language learning.
Horwitz and Cope (1986, as cited in Zhao Na, 2007) identified three primary causes of anxiety among students: communication apprehension, test anxiety, and fear of negative evaluation Communication apprehension refers to students' difficulties in expressing themselves in the target language, leading to heightened anxiety during speaking activities Test anxiety arises from students' fears surrounding assessments, while the fear of negative evaluation stems from concerns about being judged by teachers Together, these factors significantly contribute to students' overall anxiety levels.
STRATEGIES FOR IMPROVING SPEAKING SKILLS OF FRESHMEN
2.5.1 IMPROVING SPEAKING SKILL BY ENHANCING LINGUISTIC ACCURACY
Although English linguistics classes may not captivate all learners, investing time in understanding educational technology can be beneficial Research conducted by Grant (1998), Nagata (1996), and Collentine (2000) demonstrates that technology serves as an effective tool for teaching and learning grammar.
Research from 2001 indicates that students generally have a positive attitude towards using the web for learning, often favoring it as a supplement to traditional face-to-face teaching A quick online search reveals numerous websites offering English grammar games and exercises Students who recognize grammar as a challenging area should dedicate a few minutes daily to practice these exercises Engaging in even basic English practice tests can significantly enhance their grammar skills.
Improving pronunciation is a crucial aspect of any English speaking plan According to Schaetzel and Georgetown (2009), various instructional strategies can help students enhance their pronunciation to meet personal and professional goals Teachers can foster positive attitudes toward accuracy, pinpoint specific pronunciation challenges, and highlight key language features such as stress, intonation, and rhythm Cook (2001) suggests effective techniques for mastering English pronunciation, including phonetic transcription, imitation, sound discrimination, and practical communication Additionally, Schmitt (2002) emphasizes methods like elicited mechanical production and ear training to improve sound contrast.
2.5.1.3 MINDING THE INTONATION AND STRESS
According to Scrivener (2005), mastering pronunciation is essential for students to be understood, with stress being a crucial element of English pronunciation Kenworthy (1987) and Field (2005) emphasize that presenting pronunciation rules and teaching word stress are effective strategies to enhance students' pronunciation skills Consequently, students should recognize the importance of stress and intonation in improving their overall pronunciation.
Experiences with rich oral language are critical for vocabulary growth (Beck
Regular learning and practice are essential for improving vocabulary, as students can effectively learn one or two new words daily, accumulating thousands over the years While repetition plays a crucial role, the optimal method for exposure to specific words remains unclear Research suggests that spacing out exposure over time is more beneficial for content retention than concentrating all learning in a single session.
2.5.2 IMPROVING SPEAKING SKILLS BY USING BODY LANGUAGE 2.5.2.1 USING GESTURE
Gestures, including hand and arm movements, play a crucial role in public speaking by enhancing the visual aspect of communication Unlike other nonverbal cues that convey emotions and attitudes, iconic gestures are directly tied to the meaning of the accompanying speech, both in their form and timing Research by Kendon and McNeill suggests that speech and gesture function together as a unified utterance, reflecting shared cognitive processes and underlying representations of thought.
Positive eye contact is essential for speakers to establish rapport and maintain audience engagement during presentations Research indicates that eye contact enhances face-to-face social interactions and plays a significant role in effective communication It also helps coordinate visual attention between individuals and objects of interest, influencing various aspects of social engagement Furthermore, eye contact has been identified as a key factor in language acquisition, highlighting its importance in both communication and learning processes.
Facial expressions are crucial non-verbal cues in social interactions, as they enable speakers to convey emotions and messages effectively with fewer words (Adolphs, 1999) This ability fosters a deeper connection between communicators by aligning their vocabulary and grammar, thereby enhancing overall communication.
2.5.3 IMPROVING SPEAKING SKILLS BY USING EDUCATIONAL/ MEDIA INSTRUMENTS
Films offer a transformative approach to education, providing students with realistic learning environments (Sherman, 2003) A single video can serve as a foundation for developing essential English skills, including listening, speaking, vocabulary, and pronunciation (Sommer, 2001) Incorporating movies into the English classroom enhances students' vocabulary awareness and improves their pronunciation and intonation (Curtis, 2007) Additionally, films expose students to authentic spoken communication, featuring various elements such as vocabulary, accent, pronunciation, voice modulation, speech pace, and tone (Sherman, 2003; Webb, 2010).
2.5.3.2 READING ENGLISH NEWSPAPERS OR MAGAZINE
According to Cheyney (1982), newspapers serve as a vital resource for up-to-date information on various issues, enhancing vocabulary and reading skills (Strommen and Mates, 2004) Mylopoulos (1985) emphasized that reading English newspapers supports language development, making them valuable for daily reading materials Engaging with news from newspapers allows learners to discuss topics with friends, family, and classmates, significantly improving their English conversational skills.
2.5.3.3 STUDYING ABROAD AS EXCHANGE STUDENTS
Students participating in study abroad programs are often believed to achieve higher language proficiency and fluency compared to those who do not Research by Caroll (1967) supports this notion, indicating that overseas study significantly enhances language skills Studies by Freed (1995) and Lafford (1995) demonstrate that learners in these environments exhibit improved fluency and communication abilities, speaking more smoothly with fewer interruptions Additionally, Milton and Meara (1995) and Davidson and Ginsberg (1995) highlight the importance of the study abroad context in vocabulary acquisition, as students engage in various programs and skill enhancement activities during their time abroad.
DATA ANALYSIS AND RESEARCH FINDINGS
METHODOLOGY
In this study, the researcher decided to use the both methods: Qualitative and Quantitative The study is conducted with the following steps:
Searching some necessary documents on the internet Finding and reading some previous studies related to improving English speaking skills.
Setting up questionnaires for the survey for the students who are freshmen at TMU The survey investigated 140 students at TMU.
After getting results from survey, the researcher will collect and analyze them by using tables and charts.
The purpose of this study is to answer the two question below:
The first question: What are common difficulties in improving English speaking skills of the first year students at Thuongmai University?
The second question: How to improve English speaking skills of the first year students at Thuongmai University?
This research involved 140 first-year students at TMU, utilizing an online questionnaire to gather data The analysis of this data ensures clarity and accuracy in the results Participation was entirely random and voluntary, with no constraints imposed on the students.
A questionnaire is a research tool designed to collect information from respondents through a series of questions and prompts As noted by Brow (2001), questionnaires involve written instruments that ask respondents to either write their answers or choose from provided options This method is often more cost-effective and efficient than personal interviews, especially when dealing with large and geographically dispersed samples.
To gather information effectively, the researcher developed a questionnaire targeting first-year students at Thuongmai University This questionnaire featured a mix of multiple-choice and open-ended questions to capture both quantitative and qualitative data on the students' English speaking skills The researcher aimed to assess the challenges faced by students in enhancing their speaking abilities during class and in everyday communication, utilizing both in-person and online survey methods.
Combining closed and open-ended responses facilitates easier data collection and analysis, while the open-ended questions offer respondents greater flexibility to provide more precise answers.
To enhance the reliability and value of the study, a random sampling method was utilized in the survey questionnaire, which targeted 140 students through an online platform The data collection process involved three key steps.
The questionnaire is structured into four key sections: general participant information, assessment of English speaking ability, identification of English speaking challenges, and proposed solutions Comprising a total of 15 questions, it offers a comprehensive exploration of these four components.
Elaborating the questions: referring from the previous studies, seeking help from some friends who have conducted the related survey and students who are the first year students of TMU.
The researcher utilized Google Forms to conduct a survey among first-year students at TMU A link to the questionnaire was distributed to various student groups and shared with friends to encourage participation To ensure objectivity, participants were instructed to provide thoughtful and honest responses The collected data will be thoroughly checked and analyzed by the researcher using a systematic approach involving tables and data analysis.
DATA ANALYSIS
The survey was conducted with 140 first year students of Thuongmai University They are all the 56th generation students of TMU which are divided to
The institution offers 16 key faculties, including Business English, Business Management, Hotel Management, Travel and Tourism Administration, Logistics and Supply Chain Management, Accounting, Auditing, International Business, International Economics, Economic Management, Finance and Banking, E-Commerce Administration, Economic Law, Information Systems Administration, and Human Resources.
Chart 3.1: The faculties of the first year students who did the questionnaires
A survey conducted among 140 students revealed that 56.4% are enrolled in the English Faculty, while significant numbers also study Business Management and Accounting Participants represent six additional faculties: International Business, Information Systems Administration, Logistics and Supply Chain Management, Finance and Banking, Economics Law, and Hotel Management The diverse academic backgrounds and varying levels of English proficiency among the students highlight the different challenges they face in enhancing their English speaking skills, making their insights invaluable to this study.
3.2.2 ENGLISH USAGE AND ENGLISH SPEAKING ABILITY
This part is analyzed based on the data collected from question 1 to question 4. All the collected data is described as the following charts:
Chart 3.2: The English levels of the first year students at TMU
(Based on the TOEIC scale)
In Vietnam, the Ministry of Education's curriculum mandates that students begin learning English in elementary school, leading to long-term practice of speaking and other skills English majors dedicate even more time to their studies, as their English scores are weighted more heavily in entrance examinations compared to students from other faculties.
Thuongmai University has implemented English output standards for full-time undergraduate students starting from 2016 To qualify for graduation, students must achieve foreign language proficiency equivalent to at least level 3 on the Vietnamese Language Proficiency Framework, specifically through TOEIC or TOEFL assessments Consequently, the researcher opted to use the TOEIC scale as the most objective measure of students' English proficiency.
Although non – English majored freshmen who have TOEIC certificate over
A significant number of students, 46.4%, have not obtained a TOEIC certificate, with many expressing a lack of confidence in taking the exam or believing it unnecessary during their first year Among those who have taken the TOEIC, 22.9% scored between 250 and 550 points, while only 2.9% achieved scores over 750 points, and 16.4% scored below 250 Most students with scores above 250 are enrolled in Business English courses, indicating that their long-term English studies have contributed to above-average to good proficiency levels.
Chart 3.3: Students’ evaluation about the importance of English speaking skills
The survey results indicate that achieving proficiency in English speaking is a primary objective for learners, with 65% of the 140 students acknowledging its significance in both learning and practical usage Furthermore, 22.9% of students rated communication skills as "very important," while 11.4% considered them "quite important." These findings suggest that students recognize the critical role of English proficiency in enhancing their employability and preparing them for professional environments that demand strong communication abilities.
Despite the fact that they consider English speaking skills very important, they spend very little time learning and practicing.
Chart 3.4: The time of learning English speaking students spend each day
According to Chart 3.4, a significant 27.5% of students do not engage in any English speaking practice Additionally, the majority of surveyed students dedicate less than 30 minutes daily to speaking English, with only 10.8% spending more than this amount of time on practice.
Many students dedicate less than one hour a day to studying English, with 72.5% spending minimal time on speaking practice This indicates a lack of emphasis on using English at home, despite their awareness of the importance of improving their language skills Ultimately, while they recognize the value of enhancing their English abilities, their efforts to develop speaking skills remain insufficient, as they allocate only a brief amount of time for practice.
The English Faculty at Thuongmai University emphasizes specialized courses in economics and trade, with all lessons conducted entirely in English As a result, English majors must dedicate significantly more time to studying the language compared to their non-English counterparts Students engage with advanced grammar and vocabulary to enhance their understanding of business economics and culture in English Recognizing the limitations of classroom learning, many students commit to additional study outside of class, with most English-majored freshmen investing over an hour daily to improve their language skills.
The researcher also gives a question about the English speaking ability of the students The results are presented through the following chart:
Chart 3.5: Students’ English speaking ability
According to Chart 3.5, 67.1% of first-year students at TMU perceive their English speaking ability as average, indicating a common struggle to improve their skills Chart 3.4 highlights that limited time dedicated to learning and practicing English is a primary factor contributing to their basic speaking proficiency, with 20.7% of students rating their skills as poor, able to communicate only in simple situations While first-year students have time to enhance their speaking abilities over the next three years, the importance of English proficiency remains critical for future job opportunities Therefore, it is essential for students to recognize the significance of continuous learning and practice in improving their English speaking skills.
According to Chart 5, 10% of students achieve a very good level of English proficiency, all of whom are majoring in English and have extensive experience in English speaking This fluency allows them to communicate effectively, resulting in high-quality conversations characterized by both rich content and ample quantity Furthermore, fluent speaking reflects the speaker's confidence in their communication abilities.
Overall, although students realize the importance of English speaking and want to be improving their English, there are many challenges and causes of weak speaking skills.
This part presents the difficulties and problems of English speaking that the students surveyed face with The data is collected and analyzed from question 5 to
10 and presented by the charts below:
3.2.3.1 FACTORS AFFECTING ENGLISH SPEAKING SKILLS
Chart 3.6: Students’ equivalence about the factors affecting English speaking skills
Chart 3.6 illustrates that two primary factors influence students' English speaking skills: subjective factors and objective factors A significant 85% of the surveyed students acknowledged that subjective factors, which stem from the students themselves and directly affect their knowledge, psychology, and skills, play a crucial role in their speaking abilities In contrast, objective factors, which account for 15%, are external influences such as the learning environment, teaching methods, and available resources.
The researcher aims to identify the factors influencing students' English speaking skills by posing two specific questions Data was collected from questions 10 and 11, which are illustrated in the accompanying charts.
Chart 3.7: Subjective factors affecting English speaking skills
Chart 3.7 highlights that the primary subjective factor influencing students' English speaking skills is their learning methods and strategies, with 135 out of 140 students indicating this choice Self-learning ability follows closely with 97 selections, while learning motivation and attitude garnered 85 and 75 responses, respectively These factors significantly impact students' communication and speaking skill development Improvement in speaking skills requires time and practice, which can be challenging without strong determination Ultimately, students can enhance their communication skills by identifying effective learning methods, cultivating self-study habits, and fostering a positive learning attitude.
Chart 3.8: Objective factors affecting the English speaking skills
Both subjective and objective factors influence English speaking skills Notably, the school environment emerges as the primary reason for inadequate speaking abilities, as indicated by the data Additionally, students recognize the impact of teachers' teaching methods on their English speaking proficiency.
CONCLUSION
This chapter presents findings which researcher collected data for the survey. The results of the research are transferred portion and showed by charts.
The research highlights two main themes: the challenges faced by first-year students at TMU in improving their English speaking skills and effective strategies for enhancement Students reported subjective factors, such as a lack of learning methods and strategies, as significant obstacles Common linguistic difficulties include limited vocabulary and grammar, inaccurate pronunciation, and poor sentence organization Additionally, psychological barriers like fear of mistakes, low confidence, anxiety, and stuttering hinder oral communication The study also identifies inadequate practice opportunities in physical settings as a primary barrier to improving English speaking proficiency.
The first year students at TMU have chosen appropriate learning methods and selected professional oral communication environments to deal with weak English speaking skills.
This chapter presents findings that will inform recommendations for enhancing English speaking skills among first-year students at TMU, which will be detailed in the subsequent chapter.